Mental practice is associated with learning the relative timing dimension of a task

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dc.creatorTércio Apolinário-Souza
dc.creatorBárbara de Paula Ferreira
dc.creatorJoão Roberto Ventura de Oliveira
dc.creatorNathálya Gardênia de Holanda Marinho Nogueira
dc.creatorJoana Andrade Ramalho Pinto
dc.creatorGuilherme Menezes Lage
dc.date.accessioned2024-08-07T20:35:04Z
dc.date.accessioned2025-09-09T00:04:01Z
dc.date.available2024-08-07T20:35:04Z
dc.date.issued2020
dc.format.mimetypepdf
dc.identifier.doi10.1080/00222895.2020.1852156
dc.identifier.issn0022-2895
dc.identifier.urihttps://hdl.handle.net/1843/73316
dc.languageeng
dc.publisherUniversidade Federal de Minas Gerais
dc.relation.ispartofJournal of Motor Behavior
dc.rightsAcesso Restrito
dc.subjectAprendizagem motora
dc.subjectCapacidade motora
dc.subjectFisioterapia
dc.titleMental practice is associated with learning the relative timing dimension of a task
dc.typeArtigo de periódico
local.citation.epage736
local.citation.issue6
local.citation.spage726
local.citation.volume53
local.description.resumoLearning about the relative timing dimension of a motor skill is enhanced by factors that promote higher response stability between trials. Conversely, learning the absolute timing dimension is favored by lower trial-to-trial stability. The mental practice may increase response stability during acquisition since there is a low possibility of adjustments made between trials. Thus, this study aimed to test the hypothesis that some factors that increase response stability during the acquisition phase contribute to an enhanced relative timing dimension learning. Our hypothesis is that mental practice shows less relative timing error than the absence of practice. A sequential key-pressing task was practiced with two goals: learn (1) relative timing dimension and (2) absolute timing dimension. Participants were assigned to one of three groups: Physical, Mental, or No practice. The Physical group showed greater learning of both dimensions than the other two groups. The Mental group showed greater learning of relative timing dimension than the No practice group. The results suggest that mental practice produces increased stability, which in turn promotes learning of the relative timing dimension.
local.publisher.countryBrasil
local.publisher.departmentEEF - DEPARTAMENTO DE EDUCAÇÃO FÍSICA
local.publisher.initialsUFMG
local.url.externahttps://www.tandfonline.com/doi/full/10.1080/00222895.2020.1852156#abstract

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